Learning Resources Figures

Author

Rowan Kelner

Published

March 21, 2025

Figures

Demographic Summary

Table 1: Demographic Characteristics of Respondents (n = 306)
Characteristic Response N
EM Residency Graduation Year
2021-Present 63
2016-2020 61
2011-2015 53
2006-2010 37
2001-2005 24
1996-2000 20
1991-1995 14
1986-1990 4
1980-1985 1
Fellowship Training
No 206
Yes 99
Gender
Male 166
Female 135
Prefer not to say 4
How did you hear about this survey?
Residency Alumni Email List 104
Other: 78
CORD EM Email List 74
EM DOCS Facebook Page 28
ACEP Email List 7
AAEM Email List 4
Residency Affiliation
Yes 236
No 70
Residency Program Length
3 years 231
4 years 68
Other 7
Residency Program Type
Academic 175
Hybrid (e.g. academic/county) 64
Community 41
County 25

Top Three Resources by Percentage of Respondents who Selected

Figure 1. Percentage of respondents who selected each resource as one of their top three choices (n = 306)

Top Three Resources by Usage

Figure 2. Reported usage for each resource (e.g., teaching, studying, or clinical practice) among respondents (n = 306).

Figure 2. Reported usage for each resource (e.g., teaching, studying, or clinical practice) among respondents (n = 306).

Figure 2. Reported usage for each resource (e.g., teaching, studying, or clinical practice) among respondents (n = 306).

Figure 2. Reported usage for each resource (e.g., teaching, studying, or clinical practice) among respondents (n = 306).

Top Three Resources by Time

Figure 3. Hours spent using each resource, grouped by reported usage time (n = 306).

Figure 3. Hours spent using each resource, grouped by reported usage time (n = 306).

Figure 3. Hours spent using each resource, grouped by reported usage time (n = 306).

Figure 3. Hours spent using each resource, grouped by reported usage time (n = 306).

Top Three Resources by CME Funds

Figure 4. Reported CME funding status for each resource (e.g., “Yes,” “No,” “Partially,” or “No Cost”)

Figure 4. Reported CME funding status for each resource (e.g., “Yes,” “No,” “Partially,” or “No Cost”)

Figure 4. Reported CME funding status for each resource (e.g., “Yes,” “No,” “Partially,” or “No Cost”)

Figure 4. Reported CME funding status for each resource (e.g., “Yes,” “No,” “Partially,” or “No Cost”)

Top Three Resources by Residency Graduation Year

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).